Reflective teaching-learning methodology is a self evaluation technique adopted by teachers to promote motivation within one’s own self in order to make teaching-learning process more interesting and effective task. ...Reflective teaching-learning methodology is a self evaluation technique adopted by teachers to promote motivation within one’s own self in order to make teaching-learning process more interesting and effective task. “If the teacher integrates mind tools such as metaphorical thinking and visual imagery in his/her reflective teaching methodology, the teaching-learning process becomes more challenging, the teacher will develop radiant or divergent thinking as the result teaching-learning process becomes learner centered. The work shop targets teachers or teacher trainees to get acquainted with the technique of practicing metaphorical thinking and visual imagery in reflective teaching methodology. Metaphorical thinking [1] is a natural phenomenon of the human brain to find similarity between two different universes of meaning. Visual imagery is another natural phenomenon in which human brain associates text material with structures in one’s own mind’s eye. Integrating these two mind tools consciously in reflective teaching-learning process transforms the teachers as well as teacher trainees to highly self motivated individuals.展开更多
该研究借助CiteSpace可视化分析软件,对2008—2023年Web of Science核心合集数据库中关于隐喻语言学的文献展开可视化图谱分析,归纳总结该领域的研究热点及未来研究前沿,以期为隐喻语言学研究领域学者提供研究思路,推动全球语言研究发...该研究借助CiteSpace可视化分析软件,对2008—2023年Web of Science核心合集数据库中关于隐喻语言学的文献展开可视化图谱分析,归纳总结该领域的研究热点及未来研究前沿,以期为隐喻语言学研究领域学者提供研究思路,推动全球语言研究发展。研究结果表明:(1)隐喻语言学研究领域热度不断攀升,大部分学者独立撰写文章,少部分学者间形成了合作关系;(2)该领域主要研究方向聚焦于隐喻理解神经机制、概念隐喻、语法隐喻、时间隐喻、隐喻表征研究,以及关联理论对隐喻的解释作用研究,主要涉及认知语言学、语料库语言学和话语分析、批评隐喻分析;(3)批评隐喻分析、危机隐喻、语用学、性别隐喻,西班牙文化中的隐喻研究是其新兴研究前沿。展开更多
文摘Reflective teaching-learning methodology is a self evaluation technique adopted by teachers to promote motivation within one’s own self in order to make teaching-learning process more interesting and effective task. “If the teacher integrates mind tools such as metaphorical thinking and visual imagery in his/her reflective teaching methodology, the teaching-learning process becomes more challenging, the teacher will develop radiant or divergent thinking as the result teaching-learning process becomes learner centered. The work shop targets teachers or teacher trainees to get acquainted with the technique of practicing metaphorical thinking and visual imagery in reflective teaching methodology. Metaphorical thinking [1] is a natural phenomenon of the human brain to find similarity between two different universes of meaning. Visual imagery is another natural phenomenon in which human brain associates text material with structures in one’s own mind’s eye. Integrating these two mind tools consciously in reflective teaching-learning process transforms the teachers as well as teacher trainees to highly self motivated individuals.
文摘该研究借助CiteSpace可视化分析软件,对2008—2023年Web of Science核心合集数据库中关于隐喻语言学的文献展开可视化图谱分析,归纳总结该领域的研究热点及未来研究前沿,以期为隐喻语言学研究领域学者提供研究思路,推动全球语言研究发展。研究结果表明:(1)隐喻语言学研究领域热度不断攀升,大部分学者独立撰写文章,少部分学者间形成了合作关系;(2)该领域主要研究方向聚焦于隐喻理解神经机制、概念隐喻、语法隐喻、时间隐喻、隐喻表征研究,以及关联理论对隐喻的解释作用研究,主要涉及认知语言学、语料库语言学和话语分析、批评隐喻分析;(3)批评隐喻分析、危机隐喻、语用学、性别隐喻,西班牙文化中的隐喻研究是其新兴研究前沿。
